Faculty and Staff
Associate Professor, Educational Leadership
College of Education and Health Professions
(CIED)-Curriculum & Instruction
Fax: (479) 575-8797
Dr. Penner-Williams brought 35 years of experience in public school education prior to joining the University of Arkansas faculty in 2005. She has 10 years of experience as a building principal and 5 years at central office as the Assistant Superintendent for Instruction. While a building principal she served at a bilingual school which sparked her interest in English Second Language ESL education. Since coming to the university she has focused on college accreditation, grant writing and ESL education. She has taught graduate ESL courses for the ESL licensure endorsement through grants from the Department of Education National Professional Development grants and the Arkansas Department of Education ESL Academy. She has also taught graduate courses in the Curriculum/Program Administrator graduate certificate. From 2009-2017 she served as Assistant Dean for Education and Associate Dean for the college.
Dr. Penner-Williams' research interest is in professional development (PD) of in-service teachers with a recent focus on PD for teachers of English Learners (ELs) and principals of schools with significant EL populations. Her research favors a mixed methods approach where quantitative data collected through surveys or structured observations with reliable and valid protocols are paired with qualitative data obtained through interviews and focus groups. She has presented at the American Education Research Association, (AERA) Association of Teacher Educators (ATE), and Southeastern and AR Teachers of English to Speakers of Other Languages (TESOL).Her most recent research article was published in Teachers and Teacher Education on the role of PLCs in PD.
Dr. Penner-Williams enjoys teaching in-service educators in order to assist with application of learning to daily practice in the field.
- EDLE 574V Building Level Internship
- CIED 5943 Teaching People of Other Cultures
- CIED 5923 Second Language Acquisition
- CIED 5933 Second Language Methodologies
- CIED 5953 Second Language Assessment
- CIED 5633 Analysis of Instruction
- CIED 5453 Evaluation Techniques
- CIED 5613 Contemporary Issues in Education
- CIED 5423 Curriculum REconstruction
- Ed. D., May 1999, Curriculum and Instruction, University of Houston -- University Park. Dissertation on teacher professional development titled, “Teacher and Principal Perceptions of Factors Influencing Teachers’ Decisions to Participate in Professional Development.”
- Mid-Management Certification, 1986, University of Houston Clear Lake. Additional Graduate Credit Hours in Educational Administration
- M. Ed., 1977, Emphasis in Early Childhood, University of Houston
- B. S. Ed., summa cum laude, 1974, University of Houston
(For full listing, click on the CV link)
Penner-Williams, J., Martinez, T., Perez, D., & Gonzales Worthen, D., (2012). In-Service Teacher Education for Diversity A CLASSIC© Approach: Professional Development for Teachers of Culturally and Linguistically Diverse Learners. In Honig, A. & Cohan, A. (Eds.) Breaking the Mold of Pre-service and In-service Teacher Education: Innovative and Successful Practices for 21st Century Schools. Vol.3 (pp. 275-283). Lanham, MD: Rowan and Littlefield.
Penner-Williams, J. Perez D., Gonzales Worthen, D. Herrera, S & Murry, K. (2010). A CLASSIC© approach to collaboration: documenting a multi-state university and multi-school district partnership. In Slater, J. & Ravid, R. (Eds.) Collaboration in Education. New York: Routledge.
Refereed Journal Articles
Penner-Williams, J., Diaz, E., Gonzales Worthen, D. (2017). PLCs: Key PD component in learning transfer for teachers of English learners. Teaching and Teacher Education 65, 215-229.
Beasley, J., Gartin, B., Lincoln, F., Penner-Williams, J., (2013). Teacher efficacy and practice in meeting the needs of diverse learners: How do partnerships support teachers? SRATE Journal, 22(1). 1-7.
Kindall, H. D. & Penner-Williams, J. (2013). Effects of increased exposure to informational texts on teacher attitudes in the elementary classrooms. E-Journal of Balanced Reading Instruction, 1(1), 22-30.
Martinez, T., Penner-Williams, J. Rodriguez, D., & Herrera, S. (2011). Transforming undergraduate and graduate candidate perceptions about diverse learners through curricular alignment with NCATE Standard 4. Educational Considerations, 38(2), 3-6.
Penner-Williams, J., Gonzales Worthen, D. (2010). Coaching and implementation level of English language learners strategies in teacher practice. Professional Development in Action: Improving Teaching for English Learners. Washington D. C.: National Clearinghouse for English Language Acquisition.